Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In order to meet the criteria of the NCATE standards, outcomes assessment becomes priority in preparation for accreditation process. Various evaluation forms have been developed by faculty and administrators in teacher education in an attempt to present evidence of candidates’ performance in their programs that might show some impact on children or youngsters’ learning in the field practices. We have selected an action research project as one approach to implementing research-based best practices in candidates’ classroom and collecting data of their students’ learning. The results of student performance were analyzed, interpreted and documented. The candidates reflected on the findings, making another action plan to improve instruction. We have examined 15 graduate and 4 undergraduate students’ action research project in their field practice to see if such strategy has reflected our candidates’ instruction impacting their learners, and to further examine candidates’ performance pertaining to our outcomes assessment. The results will be presented and issues relating to outcome assessment will be discussed.